ERO Report Summary
16 July 2008
To the Parents and Community of George Street Normal School
These are the findings of the Education Review Office’s latest report on George Street Normal School. George Street Normal School caters for Year 1-6 students from the wider Dunedin area and has many students who come from different parts of the world. The school has a special relationship with the Otago University College of Education. Four of the classrooms are identified as model classes and the school frequently hosts visiting teacher trainees. A large multipurpose hall with technology facilities has recently been opened. An after-school care programme operates on the school site. The school is well supported by its parents.
This review investigated the school’s culture and teaching and learning, with an emphasis on meeting the needs of individual students. The review also covered Māori student achievement, professional development for teachers, aspects of health and safety and progress since the last review. The board and principal have successfully addressed the recommendations in the 2005 ERO report.
George Street Normal School staff members have worked hard to build a positive and inclusive school culture.
This review found:
- respectful and caring relationships between students, teachers and support staff;
- purposeful teaching of positive attitudes, values and behaviours; and
- parents and teachers working in close partnerships to support children’s learning.
In the area of teaching and learning, ERO found that students receive a very good quality education.
The review team noted:
- high levels of student engagement in each class;
- that teachers have detailed knowledge of the progress and achievement of each student;
- students with special abilities or learning needs are quickly identified and their progress carefully followed;
- high quality support and extension programmes for identified students, including English as a second language (ESOL) support;
- good to high quality teaching in each class; and
- committed and competent teacher aides working closely with teachers to meet students’ needs.
ERO and the board identified several areas for development. The report recommends that teachers further extend opportunities for students to take responsibility for their learning and increase the focus on te reo and tikanga Māori. It also recommends that the board and senior managers look at ways to extend self-review practices and set a target to lift the achievement of some Māori students.
The senior management team includes capable professional leaders. All teachers are very involved in purposeful professional development. Curriculum leaders and the senior management team provide the board with regular reports on student progress and achievement in all areas of the curriculum and in other priority areas (for example, character education). This has enabled the board to develop clear and well-informed strategic and annual plans. The board commits appropriate funding for teachers’ professional development and support programmes for students. It has good practices to monitor the health and safety of students.
Future Action
ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report. ERO is likely to review the school again as part of the regular review cycle.
Review Coverage
ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.
If you would like a copy of the full report, please contact the school or see the ERO website, http://www.ero.govt.nz.
Isabell Sinclair Irwin Area Manager
for Chief Review Officer